ERASMUS PLUS 2015 SECTOR SKILLS ALLIANCES · Deliverable 3.2.2 - Guidelines supporting the use of...

Deliverable 3.2.2 - Guidelines supporting the use of the EU framework for VET in the

field of homecare – final version

562634-EPP-1-2015-IT-EPPKA2-SSA CARESS Project 1 of 55

ERASMUS PLUS 2015

SECTOR SKILLS ALLIANCES

AGREEMENT No. 2015 – 3212 / 001 – 001

PROJECT No. 562634-EPP-1-2015-IT-EPPKA2-SSA

Deliverable Number: 3.2.2

Title of Deliverable: Guidelines supporting the use of the EU

framework for VET in the field of homecare –

final version

WP related to the Deliverable: 3

Dissemination Level: (PU/PP/RE/CO)*: PU

Nature of the Deliverable: (R/P/D/O)**: R

Actual Date of Delivery to the CEC: 17/09/2018

PARTNER responsible for the Deliverable: Si4life

WP starting month 7

WP ending month 34

Partner Contributor(s): SI4LIFE; UVA-Tech; GGALLERY

Partner Reviewer(s): SI4LIFE; UVA-Tech; GGALLERY

*Dissemination Level:

PU=Public

CO=Confidential, only for members of the Alliance (including Commission Services).

PP=Restricted to external subjects in confidential mode (including Commission Services)

RE=Restricted to a group specified by the Alliance (including Commission Services).

**Nature of Deliverables:

R=Report

P=Prototype

D=Demonstrator

O=Other




1 ABSTRACT:

The Milestone 3.2.2 “Guidelines supporting the use of the EU framework for VET in the field of homecare –

final version” includes two main results:

- the Wizard interface supporting the use of the Web-based EU framework (accessible at

http://framework.project-caress.eu/)

- the present document (D3.2.2) which describes the main activities carried out by partners in T3.2 in

order to release the Wizard interface

2 KEYWORDS:

Wizard; Guidelines; EU Framework; Homecare; HHCP.; Personalized Access; Stakeholders; VET teachers and

trainers; design tool.




3 LIST OF BENEFICIARIES (PP-RE)/PARTICIPANTS (PU-CO)***

Ben. No. Beneficiary Name Short Name Country

1 Si4Life – Scienza e Impresa Insieme per Migliorare la Qualità

della Vita s.c.r.l.

Si4Life Italy

2 Regione Liguria Liguria Region Italy

3 Ggallery s.r.l. GGallery Italy

4 I.T.C. “Vittorio Emanuele II-Ruffini” VE-II Italy

5 AGE-Platform AGE Belgium

6 OMNIA OMNIA Finland

7 Finnish National Board of Education FNBE Finland

8 Super SUPER Finland

9 Ayuntamiento de Valladolid AYTO Spain

10 Universidad de Valladolid UVA Spain

11 Sociedad de Geriatría y Gerontología de Castilla y León SGGCYL Spain

12 Associazione Polo Tecnico Professionale Professioni Vita Pro. Vi Hub Italy

13 Azienda Regionale Sanitaria Ligure ARS Italy

14 Royal Cornwall Hospitals Trust RCHT UK

15 United Kingdom Homecare Association UKHCA UK

16 Nestor Primecare Services Ltd – Allied Healthcare Allied Healthcare UK

*** List of Beneficiaries

In case of dissemination level PU or CO please indicate all the partners involved in this Deliverable.

In case of dissemination level PP please indicate the names of the other subject to whom the deliverable is devoted

In case of dissemination level RE please indicate the restricted group of partners.




4 VERSION HISTORY and AUTHORS

VERSION PRIMARY AUTHOR VERSION DESCRIPTION DATE COMPLETED

1 Serena Alvino outline 30/08/2018

2 Barbara Mazzarino Updated outline 06/09/2018

3 Barbara Mazzarino Draft version 1 11/09/2018

4 Serena Alvino Section 6 and Section 7 13/09/2018

5 Barbara Mazzarino Draft version 2 13/09/2018

6 Barbara Mazzarino Final Version 14/09/2018

SECTION AUTHORS PARTNER TYPE NAME OF PARTNER

Section 6 - Introduction Serena Alvino Full Partner SI4LIFE

Section 7 - The Wizard main

functions, aims and beneficiaries

Serena Alvino Full Partner SI4LIFE

Section 8 (8.1 - 8.2 – 8.3 - 8.4) –

CARESS Wizard Final release

Barbara Mazzarino Full Partner SI4LIFE

Annex 1 - Storyboard for the step-

by-step design tool

Serena Alvino Full Partner SI4LIFE




5 Table of Contents

1 ABSTRACT: ................................................................................................................................................. 2

2 KEYWORDS: ............................................................................................................................................... 2

3 LIST OF BENEFICIARIES (PP-RE)/PARTICIPANTS (PU-CO)*** ..................................................................... 3

4 VERSION HISTORY and AUTHORS .............................................................................................................. 4

5 Table of Contents ...................................................................................................................................... 5

6 Introduction ............................................................................................................................................... 6

7 The Wizard main functions, aims and beneficiaries .................................................................................. 6

8 CARESS Wizard – final release ................................................................................................................... 8

8.1 Wizard User Profile – final release .................................................................................................... 8

8.1.1 EXAMPLE 1: User-Profile preliminary information .................................................................... 9

8.1.2 EXAMPLE 2. User-Profile complete registration ...................................................................... 11

8.2 Wizard Free Search – final release .................................................................................................. 13

8.3 Framework integration – final release ............................................................................................ 17

8.3.1 Framework Integration: example 1 “Country overview” ........................................................ 20

8.3.2 Framework Integration: example 2 “To add a new Role for an HHCP in a country” .............. 21

8.4 Step-by-step design tool supporting VET teachers and trainers ..................................................... 24

8.4.1 The conceptual development of the design tool .................................................................... 24

8.4.2 Design Tool implementation ................................................................................................... 26

9 Annex 1: Storyboard for the “step-by-step design tool” ......................................................................... 28




6 Introduction

This report describes the work performed during the T 3.2 to release the final version of the Guideline for

supporting the use of the EU framework for VET in the field of homecare, i.e. of the CARESS Wizard.

As detailed in D3.1.1, D3.2.1 and WP1 Progress and Risk Reports (D1.1.1, D1.1.2, D1.3.1, D1.3.2) the

Alliance agreed to implement the EU framework in a web-based system. As a consequence of this choice

the “Guidelines” supporting the use of the Framework has been implemented as a Wizard, i.e. “a user-

friendly interface that introduces the user to a sequence of dialogue boxes that guide him/her by means of

well-defined steps” (see CARESS Glossary in D3.1.2).

This document describes the main characteristics of the Wizard with respect to the first version, focusing

the attention on:

1. the three main functionalities preliminarily designed as use cases (see D3.2.1 for reference);

2. the improvement of the user/system interaction developed according to the results of Task 6.1,

where a comprehensive validation of the Web-based Framework and the Wizard has been carried

out (see D6.1 for details);

3. the integration of additional functionalities needed to improve the system usability (see D3.2.1 for

reference).

The conceptual design of the functionalities Wizard has been made by SI4LIFE.

Partners provided feedbacks thanks to the validation activities organized by SI4LIFE in T6.1.

GGallery implemented the Wizard from the technical point of view.

UVA-Tech assured the compliance to the Framework database.

7 The Wizard main functions, aims and beneficiaries

The “Guidelines” described in the project proposal were aimed at supporting the different stakeholders

working on VET in the field of homecare in the use the framework; they should allow users to design

courses starting from their real context, taking into account courses and initiatives already implemented in

their country and specific local rules and certifications, using a bottom-up approach.

The Web-based Framework could be an important tool for a number of potential beneficiaries: VET

providers, regulatory bodies in the field of VET, professional associations, homecare professionals, public

and private healthcare organizations and institutions.

For the first time information about homecare and its professionals in 31 EU countries has been collected

and systematized in a web-based platform available for free. This information can be used by different

potential beneficiaries in different ways and with different purposes; professional associations can use this

information to analyze the role plaid by their profession in other countries and the rules and “boundaries”

which regulate their relation with other homecare professionals; best practices can be detected and

transferred from one context to another; this can be done by professional association but also by

regulatory bodies, service providers and VET providers. So the first aim of the Wizard has been identified in

“guiding the main beneficiaries to use the information in the Framework in order to fit their specific

needs”. In order to pursue this aim, the Wizard provides a personalized guidance to the main functions of

the system and the main information included in the framework. Any user could decide to register to the

system (creating a personalized account) o simply to specify some key information about which kind of

stakeholder he/she represents and about the country/professional he/she is mainly interested in. On the

base of these data the Wizard suggest a set of information which could interest the user (eg. the roles plaid

by a Nurse in Spain or existing VET courses targeting physiotherapists in Italy) (for details see D3.2.1 –




Section 7.1: Wizard Use Case 0 – User Profile); aside to these suggestions, in case of a registered user, the

main functionalities of the Wizard are always proposed. Both registered users and casual users could

anyway perform a free search.

A second aim of the Wizard is to “provide a user-friendly access to the information stored in the

Framework”. In order to pursue this aim, a user-friendly interface has been designed and implemented to

support the user when performing a free search (see Section 8.2).

The third aim of the Wizard is to “support the framework review and integration”. The actual added value

of the web-based approach is the fact that CARESS Framework can be updated even after the end of the

project. Thanks to the support of the Wizard external contributors, after a registration process, could

integrate/revise/update the information included in the framework (see for details Section 8.3); the

reliability of information is assured by filtering rules integrated in the system and described in D3.1.2. This

feature of the framework opens to a number of potentialities for its sustainability.

The fourth aim of the Wizard is to guide the main intended users of the Framework, i.e. VET designers,

teachers and trainers, in the design of Compensative Learning Modules1 targeting homecare

practitioners. In order to pursue this aim, “step-by-step design tool supporting VET teachers and trainers”

has been developed staring from the Design Patterns defined in D3.3.2. The main functions of the tool are

described in Section 8.4.

The Web-based framework structure, as well as the information it stores, are in English language. So the

main functionalities of the Wizard interacting with the database structure have to be in English language,

too. But the main interactive functionality of the Wizard, i.e. the “step-by-step design tool supporting VET

teachers and trainers” has been translated and implemented in 4 languages: English, Italian, Spanish and

Finnish.

1 As described in CARESS Glossary (see D3.1.2), CLMs are learning modules, composed by specific learning units

(defined in terms of knowledge, skills and competences – according to ECVET), which target a specific “competency

gap” that affects a certain Home Healthcare Practitioner (HHCP). In the CARESS project, the term “compensative” is

conventionally used to refer to a learning module that targets a specific homecare professional in a EU country and

that is built upon already existing curricula and VET courses, integrating them whenever a “competency gap” is

identified.




8 CARESS Wizard – final release

In D3.2.1, delivered at M15, the main functionalities of the Wizard have been described through 4 main

“use cases” (detailed in Errore. L'origine riferimento non è stata trovata.).

Use

Case

Use Case Name Primary target Delivery date

0 User profile All stakeholders Release 1 – M15

1 Framework consultation All stakeholders Release 1 – M15

2 Framework integration Expert in homecare/VET

[Supporting Partners]

Release 2 – M20

3 Support to instructional design VET designer/teacher/trainer

in the field of homecare

Release 2 – M34

Table 1: Wizard use-cases

In the “User-Profile” case, are described the user registration and the personalization of the access.

In the “Framework consultation” case, is described the personalized and user-friendly support to the free

search.

In the “Framework integration” case, is described the support to the framework review and integration.

In D3.2.1 the case “Support to learning design” has been outlined, but not yet designed.

The version of the Wizard delivered at M15 implemented case 0 (user profile) and 1 (Framework

consultation).

With respect to that version, the final version of the Wizard is characterized by:

- an improved personalized access to the framework and user profiling (Case 0), allowing for a

double registration process, for individuals or organizations, and for the “filtered” registration of

Supporting Partners (see Section 8.2 and D3.1.2 – Section 9)

- an improved user-friendly interface supporting the free search (see Section 8.3);

- the new function supporting the to the framework review and integration (see Section 8.4);

- the “step-by-step design tool supporting VET teacher and trainers” (see Section 8.5).

The final release of the Wizard is accessible at http://framework.project-caress.eu/

8.1 Wizard User Profile – final release

When accessing the Framework/Wizard for the first time, a user can decide to (i) provide few information

about his/her interests, i.e. a specific country (Figure 1 B), and an Homecare Practitioner (Figure 1 A)

without registering or to (ii) complete the registration in few steps. Then, on the base of the provided

information, he/she will receive some personalized suggestions for activities which could be carried out.

Among them is always presented the possibility to:

• perform a free search in the framework; the user is supported by pictures and drop down

menus in order to define the most proper search (described in Section 8.2)

• use the “step-by-step design tool” to be supported in the design of new training modules

targeting homecare professionals (described in Section 8.4).




Only registered users could ask to add new information in the framework or revise them (see Section 8.3).

The reliability of the information put in the framework by external users is assured by a “filtering and

validation” system included in the database and described in Deliverable 3.1.2.

A)

B)

Figure 1 In the image there are the two print screen of the Wizard asking the preliminary information.

8.1.1 EXAMPLE 1: User-Profile preliminary information

Users are asked to provide some main characteristics to personalize their access to the Framework (see

Deliverable 3.2.1 for details). On the base of this information the Wizard retrieves data from the

Framework (customize queries) and suggest some customized navigation. For example by selecting the

HHCP Type “Nurse” and the country “Italy” the suggested Framework navigation options are represented in

the Figure 2; an example of retrieved data is shown in Figure 3.




Figure 2 The suggestion proposed by the Wizard, in the upper part of the print screen, represent the information with respect to

the country “Italy” and the HHCP Type “Nurse”

Figure 3 . The image is the print screen of the retrieved data for the Figure 2 option one, i.e. “Get an overview of the main

characteristics of Home care in Italy.




8.1.2 EXAMPLE 2. User-Profile complete registration

If the user is interested in becoming a Supporting Partner and to contribute to the development of the

Framework he/she is required to complete the registration.

Figure 4 . The screen shot represent the Wizard question after the user decision to complete the registration.

The first additional information to be provided is related to who is representing the user, i.e. it is required

to explain if the user is registering for personal interest or in the name of an organization.

Then it is required to specify which kind of stakeholder he/she represents by selecting one of the

predefined voices reported in Table 2.

Table 2 In the table are listed the possible stakeholder on which users can select the most representative for their activity.

INDIVIDUAL MENU ORGANIZATION MENU

I’m a home social or health care free-lance practitioner

I work for a social homecare provider social homecare provider

I work for a health-homecare provider health homecare provider

I’m a teacher in a school school

I’m a trainer working for a VET institute/educational center VET institute/educational center

I’m a trainer working for an enterprise Enterprise

I work for a Professional Association/Union of employees Professional Association/Union of employees

I work for a sector research institution Sector research institution

I work for a public VET authority public VET authority

I work for a VET accreditation, certification qualification body VET accreditation, certification qualification body

I work for a public social and health care authority Public social and health care authority

I work for an higher education institution Higher education institution




I work for a student association students associations

I work for an older adults and/or families association older adults and families association

I’m a student

Other information to be provided are the credentials to enter the Framework, (i.e. user name and

password) and the email to be used for communications (see Deliverable 3.1.2 for details on validation and

related communication).

Specific information characterizes some particular Supporting Partners, i.e. the Privileged Supporting

Partner who, for example, can publishing directly their contribution in the Framework without any

mediation (their definition and privileges are described in Deliverable 3.1.2).

Such information is more related to their profile and professional skills, such as the complete name, a short

CV (Figure 5 upper part) and image/logo to be used for the website (Figure 5 lower part).

Figure 5 The two images here represented are the screenshots of the Wizard asking for a short CV (the above image) and a

picture (the image below) of the User.




8.2 Wizard Free Search – final release

The free search functionality is allowed to all users, completely registered or not.

The Wizard has been designed to simplify the research of data inside the framework by conceptually

aggregating the information in clusters of data. The Wizard identifies the needed clusters by asking simple

questions in a step-by-step approach.

There are two main ways to view the Framework that reflect two different ways to aggregate data (see

Figure 6):

- The Country point of view, i.e. information about the home care in a specific country, or

- The HHCP point of view, i.e. information about a specific roles, competencies, curricula, etc.

Figure 6 The image is the print screen of the Wizard with the first selection users are required to perform

Once a user has selected his/her preferred option, the Wizard requires the identification of the specific

Country (see Figure 7) or of the HHCP type (see Figure 8).

It is possible, in both cases, to specify additional details (i.e. the Country or the HHCP Type) in order to

reduce the amount of information to be retrieved by the Wizard.

For example: a user is interested in the profession of “Psychologist” involved in home care in Europe, so

he/she selects (1) to browse the framework by HHCP (in the screen represented in Figure 6) and (2) selects

the type “Psychologists”( in the screen represented in Figure 8)

If a User does not specify any Country, the retrieved information will be related to all the curricula available

in the Framework for Psychologists (see Figure 9). Instead, if the User specifies also a Country, e.g. “Italy” as

done in Figure 10 , the Wizard will provide only the information about the combined query: “Psychologist”

in “Italy”(see Figure 11).

In any case to guarantee flexibility, it is possible to specify a Country after having an overview of all the

curricula available for Psychologist, has highlight with the green rectangle in Figure 9, specify a Country.




Figure 7 This image is the print screen of the Wizard asking to specify the country of interest.

Figure 8: this image is the print screen of the Wizard asking to specify the HHCP type on which the user is interested.




Figure 9 the image represents the result of Free search by selecting to retrieve information by HHCP and specifying only the

HHCP type. The green rectangle highlights where it is possible to select a Country and to focus the attention on one

specific curriculum.

Figure 10 The image represent the user selection of a specific HHCP, Psychologist, and a Country, Italy.




Figure 11 The image is the results of the free search supported by the Wizard.




8.3 Framework integration – final release

The implementation of this functionality has required the merging of different needs: the ones of (i) Wizard

developers, (ii) of framework developers and (iii) of the users. For this reason an in-depth analysis of the

conceptual structure of the Framework has been done with the aim to identify the best interaction design

to support users.

According to the use case 2 originally envisaged, three different conceptual layers of Framework have been

provided as entry points for its integration (Figure 12 is the related slide of the interaction design

document):

A. Country (eg. Italy)

B. HHCPs (eg. nurse)

C. HHCPs in a Country (eg. nurse in Italy)

Figure 12. The image is extracted from the first interaction design document. and represents the idea of the first proposal the

Wizard should provide the user. The three voices are the title of the information clusters identified in Framework for

the purposes of Integration.

For each identified entry level, a first conceptual schema of the Framework has been provided (Table 3); it

has been implemented in the first version of the Wizard and tested in the first validation process.

The validation process (see for details D6.1) identified some redundancies and nested information that

required a new design of the Framework. Additional conceptual levels have been introduced to simplify the

interaction. The new conceptual structure of the framework hierarchy is reported in Table 4.

Deliverable 3.2.2 - Guidelines supporting the use of the EU framework for VET in the field of homecare – final version


Table 3 The table reports in the first column the graphical representation of the first menu of use case 2 (results of use case analysis). In the second column there are the hierarchical schemas of

the three group of Framework content (cluster of information).

Deliverable 3.2.2 - Guidelines supporting the use of the EU framework for VET in the field

of homecare – final version


This level has been simplified by anticipating

the specification of the country by the users

so each action needs less filed to be filled in.

This level has been not modified

conceptually by in its realization by

anticipating the specification of the HHCP

from the users in coherence with the

interaction paradigm used for the Country

layer.

The conceptual structure of this Framework

level is the most complext and the main

reviewed part. An additional level has been

introduced to simplify the interaction. Also

in this case preliminary common

information, i.e. Country and HHCP, has

been asked to users, at the first level of the

hierarchy, to respect the paradigm of

interaction.

Table 4 The two columns of the tables represent respectively (i) the conceptual hierarchical structure of the Framework divided into the three main cluster of information, and (ii) the description

of the modification with respect to the first conceptual structure

Deliverable 3.2.2 - Guidelines supporting the use of the EU framework for VET in

the field of homecare – final version


To better clarify the realized interaction some practical examples, with the print screen of the Wizard, are

reported here below.

8.3.1 Framework Integration: example 1 “Country overview”

A user with adequate privileges (refer to D3.1.2 for details) logs to the CARESS Framework and wants to

contribute to the information about “Homecare in a Country” (the reference schema is reported in Table 4

first row): this situation is represented in Figure 13.

Figure 13 .The image correspond to the Wizard status after choosing to contribute to the Framework about a specific country in

general, i.e. “Homecare in a country”.

At this stage it is necessary to choose (1) a country, for example Poland, and (2) which kind of information

the User would like to insert, for example Overview.

Then the User is asked to specify if he/she wants to integrate/modify the information already stored in the

Framework or if he/she wants to add new one (see Figure 14); the same question is asked before every leaf

of the hierarchical structure, i.e. before filling any Framework field in. This step is fundamental since, in

case of integration or modification, the User is expected to find the information to be integrated and then

modify it; since the Country has been already selected by the User, the Wizard pre-fills the Framework “add

form” with this data; if the user would like to integrate some description, the list of available information

for the selected country is provided (see Figure 15); in such a way the User can select the information

he/she would like to integrate/modify.




Figure 14 This is the screen proposed by the Wizard after the selection of Country Overview.

Figure 15 This is the print screen of the screen after a user select “To integrate the provided description”. In this case it is

possible to view that for the Country the field is already specified and the available data are listed below.

8.3.2 Framework Integration: example 2 “To add a new Role for an HHCP in a country”

A user with adequate privileges (refer to D3.1.2 for details) logs to the CARESS Framework and wants to

contribute to the information about a specific HHCP in a Country (the reference schema is reported in Table

4 third row): this situation is represented in Figure 16.

According to the interaction strategy explained in the previous paragraph, the User must choose the

Country and the HHCP of interest before to specify any other information. Please note in Figure 16 that the

Country and the HHCP are graphically represented in the same style of the other Wizard functionalities, e.g.

Framework navigation.

The User decides to select “Sweden” and “Professional Educator”. When the selected options are

confirmed (by clicking on the “confirm” button), the information is reported in the subsequent screen for a

double check of the User (Figure 17).

Then the user has to select if the contribution he/she would like to provide is about the “Occupation

Description”, the “Curricula” or the “Skill Gap” according to the cluster of data introduced in the Framework

conceptual structure (see Table 4 third row).




Figure 16. The image is the print screen of Wizard when “HHCP in a Country” is selected for integration. In this screen it is

required to select both the country and the HHCP




Figure 17. In the images the orange ellipse highlights the selection of the user in terms of Country and HHCP. This line has been

conceived to give the opportunity of a check before to deeply enter in Framework structure. The buttons on the lowest part are

the type of information on which it is possible to contribute.

The User selects “Occupation Description”. Figure 18 represent the new step where the User is required to

specify, going deeply in the structure of the Framework, if he/she would like to contribute to : (i) the

description of the HHCP, (ii) the Role or the (iii) Competency.

Figure 18 The image is the print screen of the Wizard corresponding to the third level of the conceptual structure of the

Framework in the case of HHCP in a country information.

The User selects Role2. Then, as introduced before, also in this case the User have to specify if he/she

intend to modify/integrate available data or to add new information (see Figure 19). If “add new

information” is chosen, additional descriptions are provided in the screen. This happens every time the

information to be provided needs some preliminary data, i.e. are nested information. The structure of the

Role data needs to refer to a specific “HHCP in a Country”. The Wizard provides the possibility to check

immediately if such required data are already available or not (i.e. if “Professional Educator in Sweden” is

already described in the database), by providing (see Figure 19):

- the “List” button (which lists all the HHCP in the Framework)

2 According to CARESS Glossary, ROLE is a set of key activities that are generally carried out by an individual within

some organizationally relevant responsibility. This set of activities is related to a corresponding set of desired qualities

such as experience, qualifications and personality traits possessed by the individual needed to fill the role.

In the CARESS project, it is conventionally associated one or more competency/ies.




- the “add” button (to add “Professional Educator in Sweden” if it is not in the database, yet).

Figure 19. The print screen is related to the final (leaf) level of the Wizard in this process. With respect to the final level of the

previous example there are two additional buttons that indicates the need of preliminary information to be provided before the

contribution.

8.4 Step-by-step design tool supporting VET teachers and trainers

8.4.1 The conceptual development of the design tool

One of the main aims of the Wizard is to guide the main intended users of the Framework, i.e. VET

designers, teachers and trainers, in the design of Compensative Learning Modules targeting homecare

practitioners.

Framework users can search freely in the database and can employ the information they found in many

ways. The design tool provided by the Wizard guides VET teachers and trainers to search the proper

information in the database and to use it to design effective learning modules.

The conceptual design of the tool started in T3.3.2 with the modelling of “guidelines for instructional

design” in terms of “patterns”: they should become the “recurrent solution” used by VET instructional

designers and teachers when approaching the challenge of designing a Compensative Learning Module to

fill a specific “competence gap” that affects a certain HHCP (see for details D3.3.2).

CARESS Design Patterns (DP) were are following:

• DP1 -COMPETENCE GAP IDENTIFICATION

• DP2 - LEARNING OUTCOMES IDENTIFICATION

• DP3 - LEARNING STRATEGIES AND ASSESSMENT CRITERIA DEFINITION

All the DPs are modelled on the base of the same structure. Each of them is focused on a specific design

problem to be solved, is defined in a specific context and requires determinate preparatory steps. A general

solution is presented in terms of design steps. Examples are also provided in order to enhance is usability

and transferability.

The three DPs have some elements in common:

• the context of the DPs is Vocational Education and Training (VET) in the field of homecare.




• the content domain of the DPs is Older Adults Homecare in Europe.

• the main stakeholders of the DPs are learning designers and trainers working in VET in the field of

homecare.

These DP are supposed to guide step-by-step VET teachers and trainers in the design of Compensative

Learning Modules, using the information provided by the framework.

The DPs have been used by pilots designers during T3.4 (“Design of national pilots”). Then, in T6.1

(“Overall evaluation of the EU framework and guidelines”) a validation process has been carried out

involving the same designers; their accurate feedbacks about the 3 DPs have been collected through

interviews and formalized in a report (see D6.1 for details).

This report has been taken as a baseline for the design of the online tool. Feedbacks from teachers were in

agreement about the need to simplify texts and terms and to provide more examples and “usable” tools.

Taking into account these feedbacks, SI4LIFE drafted a “storyboard for the design tool” (see Annex 1) which

represents in a unique document all the design steps envisaged by the tool. The storyboard:

• “speaks directly to the user” with an easy and practical language;

• whenever a key-term is introduced (such as “Compensative Learning Module” or “Learning Outcome”)

a definition is provided; anyway, the link to the Glossary is always available in the Wizard screens;

Figure 20: An example of how definitions of terms are represented in the storyboard.

• identifies 3 main “starting points” corresponding to 3 different “design activities” and each user could

choose from which point to start;

• identifies a number of steps (3 or 4) for each activity, graphically represented with a picture where the

current step is coloured;

Figure 21: An example of how the steps of an activity are represented in the storyboard.

• identifies “suggested actions”, displayed in a box

Figure 22: An example of how “suggested actions” are represented in the storyboard.

• points out examples and downloadable tools, clearly identified by specific icons




Figure 23: Examples of how other useful information are represented in the storyboard (downloadable tools, examples, etc.).

The storyboard has been revised by Partners through a validation process carried out in T6.1 (see D6.1 for

details). Then, a revised version has been developed. It has been implemented by GGallery in the online

tool (English version) and has been translated in Italian (by GGallery, VE-II and SI4LIFE) in Spanish (by UVA-

Eval) and in Finnish (by OMNIA). The translated versions have been implemented online by GGallery after

another validation step.

8.4.2 Design Tool implementation

From a technical point of view the implementation of this functionality of the Wizard is the simplest one,

since the whole online tool has been depicted in the “storyboard for the design tool” (see Annex 1).

It required:

1. different pages for each step of the designed tool;

2. a specific navigation bar to go forward and/or back in the steps;

3. downloadable materials, (in pdf or word format);

4. a link to the framework;

5. a version for each of the project languages, i.e. English, Spanish, Finnish and Italian.

The “storyboard for the design tool” provides specific information also on the amount of information which

should be presented in each Wizard page, as well as on the relation, if any, between the screens. For this

reason the implementation reflect completely the design document.

The graphical layout used in the development of the Design Tool is similar to the one used in the SCORM

eLearning modules (see T4.2), as to the examples, downloadable materials or highlights (see Figure 24).

Figure 24: the printscreen here reported refers to the graphical layout used for the examples that similar to the one used in the

developed Learning Objects.




Figure 25: This print screen is the upper part of the first page in Finnish. It is possible to see the language menu on the top right

part.

The language of the tool can be selected by a menu set at the top of the screen (see Figure 25).

There are no constraints in the fruition of ”Design Activities” and “steps”; a User can navigate them freely,

although a sequence of steps is suggested, so no rules have been applied in the Wizard navigation. This give

a great flexibility in the use of the tool.

With respect to the conceptual design, a “navigation bar” has been added, because during the validation

test carried out in T6.1 (see D6.1 for details) Partners pointed out difficulties in jumping between the

Activities. The labels of the navigation bar represent the number of the “Activity” and the number of the

“step” (see Figure 25); this choice has been taken on the base of the following approach:

- long text imply difficulties in the identification of the required item ;

- long text could distract a non-expert user from a more simple navigation step by step;

- the navigation bar should be visible, as much as possible, in one line.




9 Annex 1: Storyboard for the “step-by-step design tool”

SCREEN 0

Guidelines for Homecare VET Designers

A step-by-step design tool for teacher and trainers

This tool will support you in the step-by-step design of a Compensative Learning Module (CLM) targeting a

specific homecare professional in a EU country.

What is a Compensative Learning Module ?

It is a learning module which targets a specific “competency gap” and refers to a specific homecare

professional in a EU country. We call it “compensative” since it is built upon already existing curricula and

VET courses, integrating them whenever a “competency gap” is identified. Each CLM is composed by a

number of Learning Units (defined in term of knowledge, skills and competences – according to ECVET). See

our Glossary to know more.

Let’s start with our design!

What’s your starting point? Choose one of the following ACTIVITIES and click on it to START.

ACTIVITY 1: COMPETENCY GAP DEFINITION

I’ve identified a specific homecare professional in a EU country for which I would like to

design a CLM. I’ve not identified a “competency gap”, yet.

ACTIVITY 2: LEARNING OUTCOMES IDENTIFICATION

I’ve identified a list of competencies needed by the professional I want to target, but

I’ve not identified the LEARNING OUTCOMES of my CLM, yet.

Deliverable 3.2.2 - Guidelines supporting the use of the EU framework for

VET in the field of homecare – final version


This tutorial is based on the main EU documents concerning ECVET and EQF implementation, provided by

the European Commission and CEDEFOP. CLICK HERE to see a list of the main bibliographic references.

[link to bibliography]

ACTIVITY 3: LEARNING STRATEGIES AND ASSESSMENT CRITERIA

DEFINITION

I’ve identified the LEARNING OUTCOMES of my CLM, but I still have to define the

learning strategies and the assessment criteria.




SCREEN 1A


In order to define a CLM for a specific professional in a EU country, a first step is to identify a specific

competency gap to be fulfilled. It should take into account a number of perspectives and should rely on

information and data about the specific country and the professional.

• Actual competencies of professionals and performed tasks:

� what are the actual competencies of professionals operating in homecare in the selected

country?

� which tasks does the professional actually perform at older adults’ homes? Which older

adults needs he/she fulfil?

• Educational level and paths of the professional:

� What curricula does he/she have to follow to work in the homecare sector?

� are there specific VET courses for Older Adults Homecare targeting this professional?

• Context-related needs:

� what are the main needs of homecare in the selected country?

� how is homecare organized in that country? What are the organizational needs deriving

from it?

� does the professional need to work in group or in strict collaboration with other

professionals?

� are Information and Communication Technologies (ICTs) applied to support homecare?

Which kind of competences are needed to use them?

If you need help to collect this information you can search the CARESS System http://framework.project-

caress.eu/

If any information is not available for a specific country, you can try to search for them in a “neighbour” or

similar country. You can also refer to the main 9 types of homecare professionals defined in the system and

collect information about similar professions. You should integrate the collected information with your

personal background in order to better contextualize them.

STEP 1: COLLECT INFORMATION

STEP2: DEFINE A COMPETENCY

LIST

STEP 3: IDENTIFY THE COMPETENCY

GAP

COLLECT THE FOLLOWING INFORMATION




SCREEN 1B


After collecting the needed information, try making a list of possible competencies identifying the

“competency gap”.

What is a Competency?

Conventionally in the CARESS project the word competency is used to describe the capability to apply or

use a set of related knowledge and skills (with a certain level of responsibility and autonomy) needed in a

defined work setting to perform “critical work functions” or tasks in a successful way; this feature “includes

both visible competencies of knowledge and skills and underlying elements of competencies, like traits and

motives”.

What are Key Activities?

Key Activities are an integrated group of competencies, which are in their entirety necessary to perform a

task relevant to a job profile. The key activities of one profession must altogether cover all activities for the

performance of a profession, regardless of its application context.

Examples of a Key Activity could be “to educate users and their caregivers” or “to monitor frailty and health

conditions”. More Key Activities could be also grouped into professional “ROLES” (see CARESS Glossary),

such as “Health Prevention and Education” or “Research”



LIST


GAP

THINK ABOUT the “KEY ACTIVITIES “which should be performed by the

professional you want to target AND LIST THEM

DEFINE COMPETENCIES which should characterize each “key activity” AND

LIST THEM




Competencies can be defined as the “knowledge” and “skills” needed to perform the above key activities

together with the level of responsibility and autonomy which the professional is expected to adopt in the

key activity.

In addition, you can distinguish between:

• Competences that are horizontal to different professionals involved in homecare (transversal

competence gap), such as knowledge of the rules and laws regarding homecare or practical skills

about the use of health monitoring ICTs, etc.

• Competences that are specific of the targeted professional, such as practical skills about therapeutic

exercises targeting older adults for physiotherapists, or the knowledge of the local network of

social services for homecare assistants.

Click on the icon to see an EXAMPLE of a possible LIST.

[see example 1 ]

SCREEN 1C


After defining the list of competencies which should characterize the profile of the homecare professional

you’re targeting, you should compare this list with a number of information in order to identify a possible

competency gap.

Then you can write down a list of competencies which SHOULD characterize the professional you’re

targeting but are NOT ACTUALLY included in the professional profile

Click on the icon to see an EXAMPLE of a possible LIST. [see example 2 ]



LIST


GAP

COMPARE YOUR COMPETENCY LIST with the information collected in STEP 1

WRITE DOWN THE “COMPETENCY GAP LIST” possibly distinguishing between

“horizontal” and “profession-specific” GAP




SCREEN 2A


One of the first steps in the design of a learning process is the definition of contextual constraints.

Since your purpose is to design a Compensative Learning Module, based on an already existing VET

initiative rather than by creating a whole new course and trying to improve it, the first step is to:

Although at this step the professional you want to target and his/her country should have already been

defined, target users still need to be better defined.

After defining the specific target, you can

In particular, you can:

• choose an existing VET course about homecare (preferable if available)

• choose an existing VET course, not specifically focused on homecare but targeting some skills that

you want to address;

• choose a general preparatory course, such as a degree in nursing, on which you can build a

specialization course.

From now on we’ll call this course your “baseline course”

STEP1: CONTEXTUAL CONSTRAINTS

DEFINITION

STEP2: MAP YOUR COMPETENCY

LIST AGAINST THE BASELINE COURSE

STEP3: DEFINE THE LEARNING

OUTCOMES

STEP4: GROUP THE LEARNING

OUTCOMES INTO LEARNING UNITS

IDENTIFY YOUR SPECIFIC TARGET (the learners)

For instance, if you choose “NURSES in ITALY” you need to be more specific:

“which kind of nurses”? graduated in the last 5 years? with a specific specialization?“

NURSES curricula in Italy require an academic degree since 1999, but many nurses

working in homecare are not. What are our specific target-users?

IDENTIFY THE EXISTING COURSE/CURRICULUM you want to

improve/integrate




SCREEN 2B


Now we have to start working with Learning Outcomes.

What are Learning Outcomes?

They are statements of what a learner knows, understands and is able to do at the end of a learning

process; they are defined in terms of knowledge, skills and competences.

What’s the difference between Learning Outcomes and Competencies?

Competencies are actually achieved learning outcomes, validated by the ability of the learner to apply

autonomously his/her knowledge and skills in practice, in society and at work.

In order to define the Learning Outcomes of your CLM, you first have to analyze your “baseline course”

with respect to the defined “competency gap”.

If you need help to collect this information you can search in CARESS System http://framework.project-

caress.eu/

Learning outcomes of the baseline course should be specified in terms of knowledge, skills and

transversal/personal competences. If they are not, try to list them, using the same practical suggestions

provided in STEP 3.

Then:

This way you can identify:

• Competencies already targeted by the course

• Competencies not targeted by the course.


DEFINITION




OUTCOMES



FIND A DETAILED LIST OF THE LEARNING OUTCOMES OF YOUR BASELINE

COURSE

COMPARE YOUR “COMPETENCY GAP” with the LEARNING OUTCOMES of the

BASELINE COURSE

CREATE A LIST OF THE COMPETENCIES which are NOT TARGETED




They should be targeted by your CLM.

Now an important issue needs to be considered.

IF YES �your compensative module should focus only on the list of competences just defined in this

STEP.

IF NOT �you should identify which of the learning outcomes of the baseline course your specific target-

users should get. Then, add these competencies to the list of competencies just defined in this

STEP.

SCREEN 2C


Take your competencies list and

What are knowledge, skills and transversal and personal competences?

KNOWLEDGE means the outcome of the assimilation of information through learning. Knowledge is the

body of facts, principles, theories and practices that is related to a field of work or study.

SKILL is the ability to apply knowledge and use know-how to complete tasks and solve problems.

Personal Competences comprises personal, social and/or methodological abilities which could be put into

play in society and at work.

Transversal Competences are those typically considered as not specifically related to a particular job, task,

academic discipline or area of knowledge but as competences that can be used in a wide variety of

situations and work settings.

In the definition of a “learning outcome” TRANSVERSAL AND PERSONAL COMPETENCES are described in

terms of “competences needed for applying a knowledge and/or a skill in the work context with a certain

level of responsibility and autonomy”.


DEFINITION




OUTCOMES



Define the relation between the SELECTED TARGET AND THE BASELINE COURSE:

“DID THE SELECTED TARGET USERS ATTEND THE BASELINE COURSE?”

For each competency try to DEFINE ONE or MORE LEARNING OUTCOMES in terms of

KNOWLEDGE, SKILLS AND TRANSVERSALAND PERSONAL COMPETENCES




To make a list of your Learning Outcomes you can follow a template like this (based on results of the EU

funder ENhANCE project https://www.enhance-fcn.eu/)

Learning Outcome: “n”

Competency: ….

Knowledge

He/she is able to:

• < describe knowledge that refers to skills and

competencies with active vocabulary like

describe, explain etc.>

Skills

He/she is able to:

• < describe functions/part of the work process with

active vocabulary and result, if necessary use

adverbial determinations>

Transversal, social and personal competences

He/she is able to:

• < describe transversal and personal competences needed for applying the above knowledge and skills in

the work context detailing the level of responsibility and autonomy>

Click on the icon to DOWNLOAD a template for the design of your learning

outcomes

[DOWNLOAD 1 –see ANNEX 1]

How can you formulate your Learning Outcomes?

Basically, learning outcomes should be understandable, verifiable and assessable, in order to enable

learners and teachers to judge whether the results have actually been achieved.

Click on the icon to DOWNLOAD some practical hints for formulating your

Learning Outcomes

[DOWNLOAD 2 – SEE ANNEX 2]

The European Qualification Framework (EQF), which defines 8 main reference levels

for qualifications, set up a list of descriptors indicating the relevant learning outcomes

for each of them. Check your Learning Outcomes with these descriptors in order to

verify if they are compliant with the EQF level of your CLM!

https://ec.europa.eu/ploteus/content/descriptors-page




SCREEN 2D


What are Learning Units?

They are the components of a qualification, consisting of a coherent set of knowledge, skills and

competence, which can be assessed and validated.

To compose Learning Units, sets of learning outcomes with a specific connection must be pooled together.

These learning outcomes may be part of a specific specialization (such as beverages, accounting, labour

legislation, etc.) or relate to the fulfilment of a defined professional task (such as hairdyeing, breadbaking,

compiling financial statements, etc.).

The previous template could include the following definition of Learning Units:

TITLE OF THE UNIT:

Competency: ….


Knowledge

He/she is able to:




Skills

He/she is able to:




Transversal and personal competences

He/she is able to:




Competency: ….

Knowledge

He/she is able to:




Skills

He/she is able to:





DEFINITION

STEP2: MAP YOUR COMPETENCY LIST

AGAINST THE BASELINE COURSE


OUTCOMES



TAKE THE TABLE PRODUCED IN STEP 3 AND POOL TOGETHER THE LEARNING

OUTCOMES into LEARNING UNITS





He/she is able to:



Learning Outcome: “n+1”

…….

Click on the icon to DOWNLOAD a blank template for pooling together the

learning outcomes into learning units

[DOWNLOAD 3 - SEE ANNEX 3]

The title of a unit of learning outcomes should be clear and comprehensible and it should reflect the

content of the unit. Furthermore, the level of the unit of learning outcomes is to be noted separately.

The designer must consider the fact that each learning outcome (or the acquired knowledge, skills and

competences) should be assessable on their own, that is separate from the other learning units.

Click on the icon to DOWNLOAD some practical hints for defining the UNITS of

Learning Outcomes





SCREEN 3A

ACTIVITY 3: LEARNING STRATEGIES AND ASSESSMENT

CRITERIA DEFINITION

After identifying a list of learning outcomes and grouping them into Learning Units, your next step is to

define the specific learning strategy you will implement to address each outcome.

This design process should take into account all of the “design constraints” characterizing both the

baseline course and the CLM.

You’ve already analyzed some contextual constraints (Action 1 – Step 1), but you need to be sure to take

into account a number of dimensions.

� What are the main characteristics of your actual specific target-users (the learners)? Are they

mainly workers? Are new-graduates? How much time can they dedicate each day to VET? Would it

be helpful for them to have practical experiences of work on the job? Would it be helpful for them

to attend part of the course in e-learning? Do they have the proper ICT competences?

� Is there any law or rule (national or local) for VET in homecare which could affect the organization

of your course? Think about the number of hours planned for the course, prerequisites for the

recognition of the qualification, etc. Can informal learning be recognized in some way?

� What are the resources (economic, logistics, technical, human resources, etc.) you can rely on? Can

you invest money? Have you got any previous learning material and other resources you can reuse

in this course? Can you produce new materials? Can you pay for experts? Do you have the

resources to guarantee the involvement of proper teachers? Have you got locals and equipment

suitable for presence learning? Do you have an e-learning platform?

Generally, you should take into account that:

• Practice is essential in older adults homecare and EU policies foster more and more work-based

learning; but “work-based learning” may be difficult to manage when the “job place” is the older

adult’s home; in some countries apprenticeships are very often limited to institutional contexts or

older adults’ residences, due to organizational and assurance problems, while in other countries

(especially in the North Europe) apprenticeship is well integrated in the VET system

• Knowledge should be situated, contextualized, and linked to practice, and this is especially true in

the field of Health and Social care: mental schemata, attitudes and procedures are as fundamental

STEP 1: IDENTIFY THE

"CONTRAINTS" OF YOUR DESIGN


STRATEGIES

STEP 3: DEFINE ASSESSMENT

CRITERIA, TOOLS AND ACTIVITIES

FIND AN ANSWER TO THE FOLLOWING QUESTIONS




as transversal, social and personal competences. In order to develop these competences non-

formal and informal learning processes are highly recommended.

• Each country or region usually has its own specific rules concerning VET; they must be taken into

account in order to set a course which could be recognized by regulatory bodies.

SCREEN 3B


CRITERIA DEFINITION

Take the table in which you detailed the learning outcomes of your CLM.




STRATEGIES



DEFINE A LIST OF WHAT IS ADVISABLE AND WHAT IS POSSIBLE IN TERMS OF

LEARNING METHODS, STRATEGIES AND CONTEXTS

Here is a possible example of the list of your “design constraints”

� it is/isn’t possible/advisable to envisage (or to formally recognize) non-formal and

informal learning units or modules;

� it is/isn’t possible/advisable to set “work-based learning” activities;

� it is/isn’t possible/advisable to envisage e-learning units or modules;

� it is/isn’t possible/advisable to set collaborative learning activities to be carried

out by groups of learners;

� it is/isn’t possible/advisable to use ICTs for supporting presence learning activities.

IDENTIFY THE PROPER LEARNING STRATEGY FOR EACH LEARNING OUTCOME




There’s no magic formula to solve design problems and there’s no effective learning strategy for every

context, target user and learning outcome. But, taking into account your “design constraints” it is possible

to define the most proper learning strategy for each learning outcome.

You could formalize your choice of your learning strategies by including them in the design table you

previously used to detail your learning outcomes (Activity 2 – Step3)

Click on the icon to DOWNLOAD a blank template to define a learning strategy for

your Learning Outcomes


On the one hand each learning strategy and the relative learning activity can cover more than one learning

outcome; on the other hand, each learning outcome can be targeted through different learning strategies

So, after identifying the proper learning strategy for each learning outcome, try to group them according to

the strategy.

So, if needed

As to the identification of the proper Learning Strategies, a number theories, well -stablished practices and

patterns have formalized and shared by experts

Click on the icon to DOWNLOAD a short list of hints you could take into account to

define the proper learning strategy.


If the “design constraints” allow/advise you to set up one or more e-learning modules, now itis the time to

define them. Especially in adult training, learning time is particularly precious so, when contextual

constraints are favorable, it is advisable to use e-learning to address specific learning objectives.

Interactive multimedia materials, videos or downloadable papers can often replace a traditional presence

lesson, when it targets theoretical or factual knowledge.

Moreover e-learning can be used also to address other kind of learning objectives and to implement more

active learning strategies.

REVISE THE GROUPING OF LEARNING OUTCOMES INTO LEARNING UNITS,

TAKING INTO ACCOUNT THE LEARNING STRATEGIES

IDENTIFY POSSIBLE E-LEARNING MODULES




Click on the icon to see a picture representing some examples of learning

strategies which can be implemented in presence or distance learning (or both of

them), through collaborative or individual activities.

[SEE example 3]

SCREEN 3C


CRITERIA DEFINITION

The definition of assessment criteria is often put off to the last phases of the design process. Actually, after

defining the learning outcomes and strategies of your CLM, you already have the main information

necessary to define a consistent set of assessment criteria

We defined learning outcomes by using “active verbs” (Action 2 – Step 3), that helps us to identify what

the learner should actually do to show he/she masters the competence. The Learning Outcome should

also state the expected level of the competence as well as the level of responsibility and autonomy of the

learner.

To define the assessment CRITERIA this information should be integrated with the definition of the

ASSESSEMENT CONDITIONS

Sometimes a description of the professional situation could be very useful, as well as the reference to the

Key Activities analyzed at the beginning of the design process (Activity 1 – Step 2) Additional conditions

(requirements), can be also defined; for instance to emulate real-life professional working conditions, a

limited amount of time can be assigned daily for each activity, so that the person under assessment

operates in similar stress conditions; the equipment available must be clearly defined, as well as specific

products and technical support in accordance to the professional situation under evaluation.

Then the design of the assessment should go deeper defining specific tools (such as tests) or activities

(such as problem-solving activities, demonstrations, etc.)




STRATEGIES



DEFINE ASSESSMENT TOOLS AND ACTIVITIES

DEFINE ASSESSMENT CRITERIA and CONDITIONS




The organization of complex situated learning activities, such as an apprenticeship or work-based learning,

could also allow to assess the learner in a real context with respect to a number of skills and transversal

competences. What is extremely important for assessment is that the designer should be aware of the

competences (or their components) he/she should assess during the apprenticeship/learning on the job

and organize a proper setting for assessment, according to the defined criteria.

To this end, it could be important to integrate information about assessment in the design tools we’ve used

so far (design tables).

Click on the icon to DOWNLOAD a template which you could fill in to specify the

assessment criteria and conditions for your Learning Outcomes





ANNEX1: DOWNLOAD 1- Template for Learning Outcomes description

Competency: xxx

Learning Outcome [n]

Knowledge

He/she is able to:

• < describe knowledge that refers to skills and competencies with active

vocabulary like describe, explain etc.>

Skills

He/she is able to:

• < describe functions/part of the work process with active vocabulary and

result, if necessary use adverbial determinations>


He/she is able to:

< describe transversal and personal competences needed for applying the above knowledge and skills in the work context detailing the level of responsibility and

autonomy>

Learning Outcome [n+1]

Knowledge

He/she is able to:



Skills

He/she is able to:




He/she is able to:


autonomy>

Template for FCN EU Curriculum - EU Project ENhANCE (Sector Skills Alliances EACEA 04/2017) Co-Funded by the Erasmus + Programme of the European

Unionhttps://www.enhance-fcn.eu




ANNEX2: DOWNLOAD 2- Hints for formulating learning

outcomes

There are some important ground rules for the formulation of learning outcomes.

Here is a useful checklist you can take into account.

� Learning outcomes are described from the perspective of the learner (not from the perspective of the

instructor). Learning outcomes do not describe the learning target or the learning path, but the result

following the completion of a learning process. Learning outcomes are always described from the

learners' viewpoint rather than from the teachers' viewpoint.

� Use Active Verbs

It is highly recommended to use active verbs in the formulation of learning outcomes. Begin each

learning outcome with an action verb, followed by the object of the verb.

The use of active verbs is a core principle for formulating learning outcomes. Not all verbs are equally

suitable for describing learning outcomes since some are not clear or meaningful enough or they might

be related to the learning process rather than to the outcomes of this process (for example, 'collecting

experience', 'getting familiar with').

Verbs should describe measurable or observable actions (for example, 'explain', 'identify', 'apply',

'analyse', 'develop', 'demonstrate'). It may prove useful to use or develop a taxonomy table with

different categories or classifications of verbs. The most prominent taxonomy is the one developed by

Bloom (and amended by several other authors). Such a table can be integrated with job-specific verbs

depending on the sector and domain (see Table 1 for examples)

� Specify and Contextualise the Active Verb

Learning outcomes must be specified and contextualized. It is therefore essential to provide an

indication as to what the knowledge and skills of the graduates refer to, and as to what kind of

performance is concerned. In addition to the verb, the learning outcomes formulation should consist of

the related object as well as an additional (part of a) sentence describing the context of the activity to

be carried out.

Correct: He/she can correctly select the wires to be used and pull them

professionally, using an installation plan.

Insufficient: The learners were made familiar with the installation plans.

Correct: He/she is able to provide a general overview of the most commonly used

materials and properties in health devices.

Insufficient: He/she knows the most commonly used materials in health devices.




� Learning outcomes should be described briefly and precisely, complex sentences should be avoided.

They should not be formulated in overly general or overly concrete terms; clear (simple and

unambiguous) terminology should be used as much as possible.

So Avoid Vague Formulations

The formulation of learning outcomes should be neither too general, nor too specific.

Avoid Complex sentences

� Ensure that the Learning outcomes relate to the overall outcomes of your baseline course

� Learning Outcomes should be realistic to be achieved within the time and the resources available.

� The manner in which the learning outcomes are acquired is not relevant for the learning outcome

description. This means that it does not matter if the contents have been acquired through an e-

learning programme, classroom instruction, at the workplace, at school or through self-study.

� Learning outcomes should be externally verifiable. The formulations must be chosen in a way that

allows the evaluation process to determine if the learner has achieved the learning outcomes.

� Specify the level of learning outcomes. Formulations, particularly verbs, adjectives and context

descriptions, should reflect the level of the specific learning outcomes. For example, it should be

specified whether the observable action takes place in a structured or non-structured context or

whether it is carried out under supervision or autonomously.

Table 5. Action Verbs Guidelines for describing units of learning outcomes. Retrieved from

http://www.ecvet-

projects.eu/Documents/Guidelines%20for%20describing%20units%20of%20learning%20outcomes.pdf

Correct: He/she is able to prepare realistic workflow plans and staff

assignments on the basis of the project planning.

Insufficient (too general formulation): He/she is familiar with personnel management

in the construction sector.

Correct: He/she knows the composition of tires and can name their individual

components.

Insufficient (formulation too complicated): He/she knows that the tires of a passenger

vehicle are made of natural and synthetic rubber, chemicals, oils, resins, black carbon,

silica, steel, nylon and cord.in the construction sector.




As to cognitive competences, six cognitive levels with increasing levels of complexity can be

identified (Bloom, 1972): Examples of active verbs are listed at each level:

1. Knowledge Being able to recall and pass on information as precisely as possible.

Examples of active verbs at this level:

Arrange, define, describe, duplicate, identify, label, list, match, memorize, name, order, outline,

recognize, relate, recall, repeat, reproduce, select, state

2. Comprehension: Being able to interpret information and relate and summarize it in one's own

words


Classify, convert, defend, describe, discuss, distinguish, estimate, explain, express, extend,

generalize, give example(s), identify, indicate, infer, locate, paraphrase, predict, recognize, review,

rewrite, select, summarize, translate

3. Application: Being able to apply abstractions (rules, methods, etc.) in concrete situations


Calculate, demonstrate, develop, interpret, judge, modify, organize, predict, select, sketch, transfer

4. Analysing: Being able to break down ideas or problems into simpler parts and compare


Analyse, appraise, compare, conclude, determine, discriminate, experiment, illustrate, infer, test

5. Evaluating: Being able to compile component ideas into a new whole


Argue, assess, compare, decide, evaluate, predict, recommend, summarize, validate

6. Creating: Being able to make a qualified judgement


Argue, arrange, expand, relate, generalize, generate, combine, join

Further job- and branch-specific verbs must be added to this list in order to describe practical skills,

e.g. assemble (components); install and configure (software programmes); prepare and divide into

portions (food).

In the psychomotor domain examples of effective active verbs are (Dave 1970, Simpson, 1972):

1. Imitation: The ability to observe and imitate the behaviour of another person


Perform under supervision

2 Manipulation: The ability to reproduce actions from instructions and practice


Perform, participate, assist – according to instructions

3 Precision: Perform a task autonomously


Implement, handle, complete, perform – autonomously

4 Articulation: The ability to coordinate and modify several actions by combining several skills in

order to meet special requirements or solve a problem Examples of active verbs at this level:

Adapt, develop, design, alter, coordinate

5 Naturalization: The internalizing of processes: skills are combined consistently and can be

performed "without thinking"


Adapt, adjust, transfer

Examples of verbs in the field of affective domain (Krathwohl, 2002) are:

1 Receiving: Willingness to note information





Listen, show, hold in esteem

2 Responding: Voluntary, active participation in learning/working; e.g. participation in group

discussions


Support, participate, practise, cooperate, integrate

3 Valuing: Ability to judge the worth of material against stated criteria


Question, adapt to, take into consideration

4 Organization of values: Individual processing of (often conflicting) values to form an organized

structure, beginning of an internalization of these values


Differentiate, judge, dispute, organize

5. Characterization by value set: the individual has a stable system of values regarding convictions,

opinions and attitudes which steer her/his behaviour predictably and consistently


Recognize, accept, answer, solve




ANNEX3: DOWNLOAD 3- Template for Learning Outcomes and Units TITLE OF THE UNIT OF LEARNING OUTCOMES / KEY ACTIVITY: XXXX

DESCRIPTION OF THE UNIT: xxx

Competency: xxx

Learning Outcome [n]

Knowledge

He/she is able to:



Skills

He/she is able to:




He/she is able to:


autonomy>

Learning Outcome [n+1]

Knowledge

He/she is able to:



Skills

He/she is able to:




He/she is able to:


autonomy>

Template for FCN EU Curriculum - EU Project ENhANCE (Sector Skills Alliances EACEA 04/2017) Co-Funded by the Erasmus + Programme of the European

Unionhttps://www.enhance-fcn.eu




ANNEX4: DOWNLOAD 4- Hints for formulating units of

learning outcomes

The following criteria can support to determine the units of learning outcomes:

� Units of learning outcomes should be designed so that they can be completed as independently as

possible of other units of learning outcomes. In individual cases, this can lead to redundancies when

describing several units, i.e. competencies which are already part of unit A may be listed in unit B. This

prevent parties involved in a mobility partnership from agreeing in advance on the competences/units

of learning outcomes that the learner has already achieved.

� Units of learning outcomes should include all necessary learning outcomes, i.e. they should describe

the intended professional competences as well as the necessary social and personal competences in

this context.

� Units of learning outcomes should be structured and dimensioned so that the relevant learning

outcomes can actually be achieved in the given time, i.e. during the period of mobility. Therefore,

units of learning outcomes should not be too extensive.

� Units of learning outcomes should be assessable. Orienting units of learning outcomes towards

occupational activities and tasks makes it easier to determine assessment criteria.




ANNEX5: DOWNLOAD 5- Template for Learning Strategies and Assessment description TITLE OF THE UNIT OF LEARNING OUTCOMES / KEY ACTIVITY: XXXX

DESCRIPTION OF THE UNIT: xxx

Competency: XXXXX

Learning Outcome [n] LEARNING STRATEGY ASSESSMENT CRITERIA AND CONDITIONS

Knowledge

He/she is able to:

• < describe knowledge that refers to skills

and competencies with active vocabulary

like describe, explain etc.>

Skills

He/she is able to:





He/she is able to:

< describe transversal and personal competences needed for applying the above knowledge and skills

in the work context detailing the level of responsibility and autonomy>

Learning Outcome [n+1] LEARNING STRATEGY ASSESSMENT CRITERIA AND CONDITIONS

Knowledge

He/she is able to:




Skills

He/she is able to:

• < describe functions/part of the work

process with active vocabulary and result, if

necessary use adverbial determinations>


He/she is able to:

< describe transversal and personal competences needed for applying the above knowledge and skills

in the work context detailing the level of responsibility and autonomy>

Adapted from the template for FCN Curriculum -EU Project ENhANCE (Sector Skills Alliances EACEA 04/2017) Co-Funded by the Erasmus + Programme of the

European Unionhttps://www.enhance-fcn.eu




ANNEX6: DOWNLOAD 6- Hints for the definition of

learning strategies

As to the identification of the proper Learning Strategies, a number of theories, well -established practices

and patterns have been formalized and shared by experts. Here is a very short list of hints which could be

useful to this end:

� the more complex the cognitive tasks are (see for details Annex 2 and the six cognitive levels with

increasing levels of complexity proposed by Bloom) the more active, situated and contextualized

should be the activities performed to master them;

� competencies have been defined through 3 main dimensions: knowledge, skills and

transversal/social/personal competences; each dimension can characterize the whole competence

in different percentages, so sometimes a dimension can be prevalent or not present;

� when “knowledge” (theoretical and factual) dimension is prevalent, the most proper learning

strategy is a “traditional” lesson or the individual fruition of effective learning materials; especially

in adult learning, when time for learning is particularly precious, the individual fruition of materials

(in e-learning for example) is often preferred to other strategies;

� when “skills” dimension is prevalent,active practice is fundamental and learners should be involved

in activities which foster them to put in practice the addressed skill; learning strategies such as

learning-by-doing, work based learning, problem-based learning, simulations, drill & practice and so

on should be the proper strategy in this case;

� when the “transversal/social/personal” dimension is prevalent, learners should be actively involved

in situated and contextualized activities, possibly in group, through collaborative or cooperative

tasks; the learning strategy should provide a “scaffold” for the learner to play a specific role in an

authentic context, possibly involving also informal or non-formal learning processes, fostering the

sharing and internalizing of tacit knowledge;

� when, it frequently happens, a competence is articulated in many dimensions, different strategies

can be integrated in order to address the different components of the competence.




Bibliographic References Care, E./ Luo, R. 2016. Assessment of Transversal Competencies - Policy and Practice in the Asia-Pacific

Region. United Nations Educational, Scientific and Cultural Organization.

CEDEFOP Glossary http://www.cedefop.europa.eu/it/publications-and-resources/publications/4106

CEDEFOP (2017). Defining, writing and applying learning outcomes. A European handbook. Retrieved from

http://www.cedefop.europa.eu/en/publications-and-resources/publications/4156

Council recommendation of 22 May 2017 on the European Qualifications Framework for lifelong learning

and repealing the recommendation of the European Parliament and of the Council of 23 April 2008 on the

establishment of the European Qualifications Framework for lifelong learning. Retrieved from

https://publications.europa.eu/en/publication-detail/-/publication/ceead970-518f-11e7-a5ca-

01aa75ed71a1/language-en

ECVET Glossary - http://www.ecvet-toolkit.eu/tools-examples-more/glossary/

Elder Experience New Knowledge Project (2012). Learning outcome based on EQF. system – Development

Guide. Retrieved from http://ec.europa.eu/programmes/proxy/alfresco-

webscripts/api/node/content/workspace/SpacesStore/9e081e1e-fc41-4758-a072-

861951158bf2/Guide%20to%20Develop%20LEARNING%20OUTCOMES_v.02.pdf

European Commission Website - EQF Definition

https://ec.europa.eu/ploteus/search/site?f%5B0%5D=im_field_entity_type%3A97

European Commission Website – ESCO Portal https://ec.europa.eu/esco/portal

Grün G., Tritscher-Archan S., Weiß S. (2009). Guidelines for the Description of Learning Outcomes.

Retrieved from: http://www.ecvet-

toolkit.eu/sites/default/files/Zoom_Guidelines_for_the_Description_of_Learning_Outcomes.pdf

ISCO Website http://www.ilo.org/public/english/bureau/stat/isco/

Nationale Agentur Bildung für Europa beim Bundesinstitut für Berufsbildung (2013). Guidelines for

describing units of learning outcomes. Retrieved from https://www.na-bibb.de/fileadmin/user_upload/na-

bibb.de/Dokumente/02_Berufsbildung/01_Mobilitaet/08_ECVET/170213_Guidelines_for_describing_units

_of_learning_outcomesc.pdf

Romanian National Accreditation Center (2017). Methodological Guide for writing learning outcomes.

Retrieved from https://ec.europa.eu/epale/sites/epale/files/lo_guide_2017.pdf

Winterton J., Delamare – Le Deist F., Stringfellow E. (2006). Typology of knowledge, skills and competences.

Clarification of the concept and prototype. Cedefop Reference series; 64 Luxembourg: Office for Official

Publications of the European Communities. Retrieved from

http://www.cedefop.europa.eu/files/3048_en.pdf




Example 1

KEY ACTIVITIES FOR PHISIOTHERAPISTS IN HOMECARE

A. Defining the proper rehabilitation paths, therapies and exercises in an evidence based

approach

B. Using ICT solutions to support therapies and rehabilitation treatments

C. Using ICT solution to monitor users’ health status and rehabilitation level

D. Acting with professional responsibility

E. Managing affectively the communication and relation with the user and his/her family and

caregivers

F. Interacting and collaborate with colleagues and multidisciplinary teams

G. Enhancing health prevention

H. ……….

I. …….

COMPETENCIES THAT ARE SPECIFIC OF PHYSIOTHERAPISTS IN HOMECARE Define the proper rehabilitation paths, therapies and exercises in an evidence based approach

• Knowing and applying the main theories and methodologies on therapeutic exercises which

can be made at home in order to help the elderly in their rehabilitation process;

• Knowing and being able to explain the main therapeutic exercises which can be made at

home in order to help the elderly in their rehabilitation process;

• Knowing the guidelines, the clinical pathways and the epidemiology for the main chronic

diseases;

• Knowing the main scientific evidence on chronical and degenerative diseases in older adults;

• ……….

[Key activity]…..

• ……

COMPETENCIES THAT ARE HORIZONTAL TO DIFFERENT PROFESSIONALS IN

HOMECARE

Interact and collaborate with colleagues and multidisciplinary teams

• Knowing about the institutional and legal structure of the social and healthcare services

outside hospitals and their current status;

• Being aware of physiotherapists’ actual role and responsibilities in homecare;

• Being able to work in equip and to collaborate and cooperate with other professionals;

• Using effectively specific tools, report models and documentation, even supported by ICTs,

in order to report the professional activity and to share information about the patient

homecare with other professionals;

• ……….

[Key activity]…..




Example 2

Example 3

COMPETENCY GAP LIST

COMPETENCIES THAT ARE SPECIFIC OF PHYSIOTHERAPISTS IN HOMECARE

Define the proper rehabilitation paths, therapies and exercises in an evidence based approach

• Knowing and applying the main theories and methodologies on therapeutic exercises which

can be made at home in order to help the elderly in their rehabilitation process;

• Knowing and being able to explain the main therapeutic exercises which can be made at

home in order to help the elderly in their rehabilitation process;

[Key activity]…..

• ……

• ……

COMPETENCIES THAT ARE HORIZONTAL TO DIFFERENT PROFESSIONALS IN HOMECARE

Interact and collaborate with colleagues and multidisciplinary teams

• Being aware of physiotherapists’ actual role and responsibilities in homecare;

• Being able to work in equip and to collaborate and cooperate with other professionals;

[Key activity]…..

• ……

• ……

ERASMUS PLUS 2015 SECTOR SKILLS ALLIANCES · Deliverable 3.2.2 - Guidelines supporting the use of...

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